Pattern Recognition Day: See if you can figure out the missing number in the following - PowerPoint Presentation

Pattern Recognition Day: See if you can figure out the missing number in the following pattern. Write down the number and come show it to me. You have 3 minutes to complete this – no talking or helping others! Critical Thinking

Identify the Missing Number by figuring out the Pattern in the numbers below. 7 4 83976510???84 If you read your fig­ures like words in the West, then mul­ti­ply your efforts and sub­tract the rest .

The Answer This comes from an old pattern riddle used during World War 1. If you read your fig­ures like words in the West, then mul­ti­ply your efforts and sub­tract the rest.(7x4)-8 = 20(3x9)-7 = 20(3x10)-10=20(3x8)-4 = 20The answer is 3.

Goals for the Day I can analyze the effect syntax has on a passage/sentence and how an author may create a desired effect. I can adjust my own thinking to better understand difficult concepts.

Quick Vocabulary Quiz #5 1. Open to Socrative 2. Login to Bauer20163. Type your first name and last name4. You have exactly five minutes to complete the quiz.

Consider: Brother, continue to listen. You say that you are sent to instruct us how to worship the Great Spirit agreeably to his mind; and, if we do not take hold of the religion which you white people teach, he shall be unhappy hereafter. You say that you are right and we are lost. How do we know this to be true? - Chief Red Jacket, “Chief Red Jacket Rejects a Change of Religion”Discuss:The words you say are repeated in the sentence. What is the repetition’s function?The question at the end of the passage is a rhetorical question. What attitude toward the audience is expressed by the used of a rhetorical question?Apply:Write a three-sentence paragraph modeled after Chief Red Jacket’s passage. The first two sentences should contain repetition; the third sentence should be a rhetorical question. Your topic is school uniforms. Share your sentences with the class. Voice Lesson - Syntax

Pronouns A pronoun is a word used in place of one or more nouns or pronouns.

Personal Pronouns Personal pronouns refer to the one speaking (first person), the one spoken to (second person), or the one spoken about (third person).

Personal Pronouns First Person I, me, my, mine, we, us, our, ours Second Personyou, your, yoursThird Personhe, him, his, she, her, hers, it, its, they, them, their, theirs

Reflexive and Intensive Pronouns Reflexive pronouns refer to the subject of a sentence and function as a complement or as an object of the preposition. Intensive pronouns add emphasis to their antecedents. (serves no grammatical function in the sentence)

Examples of Reflexive and Intensive Pronouns Reflexive Martha wrote a note to herself. Herself reflects back to Martha and acts as an object of the preposition.IntensiveTodd himself organized the school program. Himself simply adds emphasis to Todd, and himself can be removed and the sentence still makes sense.

Examples of Demonstrative Pronouns this that these those This is our favorite song by Ella Fitzgerald.The apples I picked today tastes better than these.

Note about Demonstrative Pronouns Demonstrative pronouns are most often used in verbal communication. Although they point out something specific, use of demonstrative pronouns in formal writing often lack a clear antecedent. In formal writing it is often best to use these pronouns as demonstrative adjectives rather than demonstrative pronouns.

Examples Pronoun Her best painting is this . Adjective Her best painting is this one.Pronoun This is great! Adjective This class is great!

Interrogative Pronouns Interrogative pronouns introduce a question. There are five interrogative pronouns. what which who whom whose

Examples of Interrogative Pronouns What is the answer to the last algebra problem? Whose is this?Note: These questions can be turned into statements to more clearly see how they function as pronouns.This is whose.The answer to the algebra problem is what.

Relative Pronouns Relative pronouns introduce a subordinate clause. There are five relative pronouns who whom whose which that

Examples of relative pronouns My brother works at the animal shelter that is located on Sycamore Street.The girl whom they nominated for the class president is Gloria.

Indefinite Pronouns An indefinite pronoun refers a noun that may or may not be specifically named. (clear as mud, right!) Examples most some many few one anyone something nothing much both someone any all none

Indefinite Pronouns They spent most of the weekend sleeping.Did someone call my name?I don’t like any of the books I read.

Take our your text – Ellen Terry – and the multiple choice questions that go with it. Briefly examine the text one last time. What multiple choice questions do you still not understand or have questions about? AP Multiple Choice – Ellen Terry

Options: Review Narrative Essay mistakes – fix them, practice improving the error AP Multiple Choice Exam – determine correct answers and why Other AP Multiple Choice – same thing Journals – eliminating weak verbs, embedding vocabulary, adding supportTextbook Activities – ask questions about any confusion, revise misunderstandingsMisunderstandings of texts – ask questionsAcademic vocabulary – develop stronger understanding of words through discussionReview any Albert Questions or text – missed questions or clarificationsAdjusting Understanding – 8 o’clock appointment

Homework Read, but do NOT complete the culminating activity for Unit 1 on page 30-35. Complete the next assignment on Albert. Make up any missing assignments.

Step 1 1. THE FIRST SENTENCE identifies the essay's author and title, provides the article's date in parenthesis, uses some form of the verb says (claims, asserts, suggests, argues—) followed by that, and the essay's thesis (paraphrased or quoted). EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "...women generally do not think of their looks in the same way that men do" (4). EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes the unnecessary ways that women obsess about their physical appearance.

Here is another graphic organizer to help us become even more clear on the moves the author used to make his point. With your partner, break “The Olympic Contradiction” into 8 chunks. Place some paragraphs together based on similar ideas or purpose. As you categorize, you are already naturally thinking about what the text is saying and what it is doing. After you have broken the text into chunks, go ahead and write down what each chunk is saying and what it is doing. Descriptive Outlining

Step 2 2. THE SECOND SENTENCE conveys the author's support for the thesis (how the author develops the essay); the trick is to convey a good sense of the breadth of the author’s support/examples, usually in chronological order. EXAMPLE : Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough"), by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, Buzz-Off), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures).

Step 3 3. THE THIRD SENTENCE analyzes the author's purpose using an in order to statement: EXAMPLE : He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; to this end, Barry claims that men who want women to "look like Cindy Crawford" are "idiots"(10), implying that women who adhere to the Crawford standard are fools as well.

Step 4 4. THE FOURTH SENTENCE describes the essay's target audience and characterizes the author's relationship with that audience—or the essay's tone .EXAMPLE: Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to women as well, hoping to convince them to stop obsessively "thinking they need to look like Barbie" (8).

The Result In "The Ugly Truth about Beauty" (1998), Dave Barry argues that ". . . women generally do not think of their looks in the same way that men do"(4). Barry illuminates this discrepancy by juxtaposing men's perceptions of their looks ("average-looking") with women's ("not good enough“, by contrasting female role models (Barbie, Cindy Crawford) with male role models (He-Man, BuzzOff), and by comparing men's interests (the Super Bowl, lawn care) with women's (manicures). He exaggerates and stereotypes these differences in order to prevent women from so eagerly accepting society's expectation of them; in fact, Barry claims that men who want women to "look like Cindy Crawford" are "idiots" (10). Barry seemingly addresses men in this essay because he opens and closes the essay directly addressing men (as in "If you're a man...”) and offering to give them advice in a mockingly conspiratorial fashion; however, by using humor to poke fun at both men and women’s perceptions of themselves, Barry makes his essay palatable to both genders and hopes to convince women to stop obsessively "thinking they need to look like Barbie" (8).

Let’s Try it 1. Reread the text. 2. Complete step one on your own. 3. Defend your sentence within a small group – change as necessary. 4. Complete step two.5. Defend your sentence to your group – revise.6. Complete step three. 7. Defend your sentence to your group – revise.8. Complete step four.9. Defend your sentence to your group – revise.

Entering the conversation – argument (think of argument as a conversation where you are trying to make your point as clearly and effectively as possible. The tools you use and choices you make are all part of rhetoric – the best possible means of persuasion) Analysis and Critique – a different type of conversation. Rhetorical analysis is about critiquing the rhetoric the author used – how effective was it? We’re about ready to enter the conversation

Thesis Statement What is It The Most important sentence in your paper A Road map for the rest of the paperA guide for your reader to understand the main idea of your paperAn Answer to the question: “What am I trying to prove?”A thought that should be supported throughout the entire paper.What it’s NotNot a Factual statement – Should be a claimNot simply a main ideaA phraseMultiple SentencesToo broadToo narrowToo VagueMultiple ClaimsYour MisconceptionsIt must be shortIt must have “three parts” Its just your main ideaIt shouldn’t or can’t be long It can be multiple sentences

Precis – French Word that means an abstract or synopsis Precis a concise synopsis of essential points, statements, or factsPurpose to show comprehension/understanding of the literal meaning of a text – restate the author’s main ideas or pointsA Precis is not personal interpretation – personal opinionWhy? to help you understand the most essential components of a text prior to inserting your own claims

Goals for the Day I can analyze the effect details have on a sentence and how an author may create a desired effect. I can analyze a text to determine an author’s purpose, audience, and tone (to construct a rhetorical precis.

The reason A rhetorical précis analyzes both the content (the what) and the delivery (the how) of a unit of spoken or written discourse. It is a highly structured four-sentence paragraph blending summary and analysis. Each of the four sentences requires specific information; students are expected to use brief quotations (to convey a sense of the author’s style and tone) and to include a terminal bibliographic reference. Practicing this sort of writing fosters precision in both reading and writing, forcing a writer to employ a variety of sentence structures and to develop a discerning eye for connotative shades of meaning.

The Process Name of author, [optional: a phrase describing author], genre and title of work date in parentheses (additional publishing information in parentheses or note); a rhetorically accurate verb (such as “assert,” “argue,” “suggest,” “imply,” “claim,” etc.); and a “THAT” clause containing the major assertion (thesis statement) of the work. An explanation of how the author develops and/or supports the thesis, usually in chronological order. A statement of the author’s apparent purpose followed by an “in order to” phrase. A description of the intended audience and/or the relationship the author establishes with the audience.

Verb Bank Here is a list of verbs you might find helpful. It is by no means a required or exhaustive list. Remember that you must always strive to employ the most connotatively precise words you can. adjures advances advises asks asserts begs beseeches cajoles cheers chimes commands complains confides conveys counsels crows declares decrees decries demands describes dictates directs discloses divulges elucidates employs encourages entreats espouses exclaims exhorts explains gripes groans grouses grumbles hails hints illustrates implies implores inquires insinuates instructs intimates invokes justifies laments mandates mocks muses orders pleads ponders pontificates proclaims pronounces proposes queries rationalizes recommends recounts relates reports requests reveals sighs sings snarls sneers states submits suggests summons wails whimpers whines wields wonders

Step 1 1. THE FIRST SENTENCE identifies the essay's author and title, provides the article's date in parenthesis, uses some form of the verb says (claims, asserts, suggests, argues—) followed by that, and the essay's thesis (paraphrased or quoted). EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry argues that "...women generally do not think of their looks in the same way that men do" (4). EXAMPLE: In "The Ugly Truth about Beauty" (1998), Dave Barry satirizes the unnecessary ways that women obsess about their physical appearance.

Entering the conversation – argument (think of argument as a conversation where you are trying to make your point as clearly and effectively as possible. The tools you use and choices you make are all part of rhetoric – the best possible means of persuasion) Analysis and Critique – a different type of conversation. Rhetorical analysis is about critiquing the rhetoric the author used – how effective was it? We’re about ready to enter the conversation

Create a thesis statement that addresses your position on the prompt. What are the qualities of a good thesis statement? What should it contain? Is there anything it should NOT contain? What is the function of a thesis statement?Use your believing, doubting, and transforming sheet, determine at least three supporting ideas would you use. Remember this will probably come from you transforming section because those are your ideas, not Brooks’s. What types of support could you use to help you defend your thesis? Where do these come from? How would the journal your wrote yesterday differ from this type of an argumentative essay? What would you expect to see in a journal or conversation that may not be in a formal academic essay? Why would you expect to see these differences? With your 7 o’clock appointment

Complete the rough draft of your Narrative Essay. Read pages 1-20 in the textbook Add any academic vocabulary from pages 1-20 to your summer list and begin studying it. Homework

Discourse Communities We all have communities or groups that we feel like we belong to. Typically communities have their own jargon (language that’s unique to the group) that they use to communicate. Think of a group that you feel like you belong to and brainstorm words that might be unique to your community. Example: TrackMe – Hey man, you ready to hit that interval workout today? Trey – Yeah, last time you had me running quarters I hit a wall after four though. Me – I know, but if you want that medal on the big stage, you’re going to have to push through the pain. Trey – I am definitely making it to the podium this year. If I can just keep putting up PRs each meet, I know I’ll be there.Me – We not only need to get you there, we need to get in the fast heat, so you have more rest time between trials and finals. Go get your dynamics and some strides in and let’s get this workout started.

Continue to Review Academic Vocabulary Define it – we have to know what it is. Identify it – we have to be able to recognize it within a text.Analyze it – we have to understand with what purpose it is used.Use it – we have to be able to utilize it effectively in our own writing.

Quick Debriefing Turn and Talk to your partner about what you checked on your list. What do you notice about what you checked and what you didn’t check? Thinking in terms of question types (who, what, when, where, why, how), what question(s) am I trying to answer when playing the believing game? The focus should be on “What is Brooks saying?” The how and why will come later. I’m also searching for the implicit question behind Brooks’s thesis. Although Brooks can’t tell me if I’m correct or not, the act of articulating another writer’s argument aloud can give you a very good sense of understanding.Note: Eventually, I want this to become internalized and independent for you. It will take a while, but trust in the process. Eventually you will also realize that analysis and comprehension will happen simultaneously, but for now let’s assume that comprehension is a prerequisite for critique.

Discourse Communities We all have communities or groups that we feel like we belong to. Typically communities have their own jargon (language that’s unique to the group) that they use to communicate. Think of a group that you feel like you belong to and brainstorm words that might be unique to your community. Example: TrackMe – Hey man, you ready to hit that interval workout today? Trey – Yeah, last time you had me running quarters I hit a wall after four though. Me – I know, but if you want that medal on the big stage, you’re going to have to push through the pain. Trey – I am definitely making it to the podium this year. If I can just keep putting up PRs each meet, I know I’ll be there.Me – We not only need to get you there, we need to get in the fast heat, so you have more rest time between trials and finals. Go get your dynamics and some strides in and let’s get this workout started.

Audience and Purpose focus: You are speaking to someone in your discourse community – someone that knows your jargon and knows it well. Not slang – jargon. However, you’ve never met this person before. So, you are going to write a narrative essay. The purpose of your narrative is to inform this individual of how you became a member of this discourse community and why you feel more comfortable in this community than any other. The essay should be typed, double spaced, with an MLA header, and one inch margins. The narrative should be fully developed and answer questions a reasonable person would want to know about your path to this community and why it means so much to you. Write in active voice, limiting your passive voice or weak verbs to 2 per page (for this assignment, we’ll consider be, being, been, is, am, are, was, were, have, has, and had as our weak or passive voice verbs). Limit your essay to 4 pages. Rough draft due next Friday with final draft due Wednesday, Sept. 6. Follow the rules of Standard English concerning grammar, usage, and mechanics.Narrative Essay

What are the three strategies the book suggested to help with close reading? Asking Questions – especially about style Annotating the Text Using Graphic Organizers Quick Review of What You Read

A couple strategies: Annotation Cue Cards This strategy combines both annotation and asking questions. Not all questions focus on style, but many of them do. The important thing is that you’re questioning what the author is doing and possibly why he might be doing it. I have passed out index cards with some annotations I wrote down as I read the text. I’m going to read the text aloud again – I will model what I’m thinking as I read, but I also want you to stop me when you think your annotation would best fit the text. I’ll stop regularly so you have some think time. We have some “wild cards” for you to add your own comments, but anyone can add their own annotation at any point. Don’t be afraid to speak up. The Doubting Game

Time to Discuss Meet with your 4 o’clock appointment. Then pair up with another partnership. You have 45 seconds.

Work on the Narrative Essay – draft due on FridayComplete Voice Lessons if you need – review the four we’ve done so far. On Wednesday, you will try one on your own, and all five will then be collected. Complete the Believing, Doubting, and Transforming Sheet Complete the Journal – David Brooks Homework